Ready Use

Ready
to
Use
UNO STRUMENTO
PER GLI ESAMI
DI CERTIFICAZIONE
L’accordo del Ministero della Pubblica istruzione con gli enti
di certificazione esterni (febbraio 2000) costituisce un incentivo
a valorizzare il percorso di studio della L2 in vista di una spendibilità
a livello europeo delle competenze acquisite in classe.
Ready to Use, concepito sui criteri e i descrittori di competenze
elaborati sulla base del Common European Framework of Reference,
offre al docente gli strumenti idonei a condurre gli studenti a sostenere
le prove di certificazione più diffuse ed accreditate: l’esame PET
(Preliminary English Test) proposto dallo UCLES di Cambridge e gli esami
ESOL (Grade 4, Grade 5, Grade 6) proposti da Trinity College.
Le pagine seguenti illustrano come il corso ottemperi ai dettagli
di contenuto elencati nel syllabus PET e ESOL in piena sintonia
con le procedure pratiche e metodologiche suggerite nei manuali
degli enti stessi per la preparazione alle prove d’esame.
In particolare Ready to Use presenta le 4 abilità (sezione “Using Skills”)
organizzate per obiettivi di apprendimento e strategie in progressione
dal più semplice al più complesso.
1
PET
(Preliminary English Test)
Reading
The Reading Section consists of five parts, carrying a total of 25 marks.
Part
Part 1
Text
Signs
Part 2
Short texts
Part 3
Longer factual text
Part 4
Longer continuous
text
Cloze text
Part 5
Questions
5 multiple-choice questions,
each with 4 options
5 descriptions matched
to 8 short texts
10 true/false statements about a text
containing factual information
5 multiple-choice questions about
a text which conveys opinion or attitude
10 gaps in a short text, to be completed
by choosing one of four multiple-choice options
Preparation for the
Reading Component
Preparation for the Reading Component is best carried
out by giving students a wide variety of reading
materials, including simple articles, reports, reviews,
instructions, descriptions and narratives.
Reading practice should take the form of extensive
reading of texts as well as intensive reading.
It will be beneficial to develop not only reading
comprehension but also appropriate reading strategies.
Whenever possible, reading as an enjoyable activity
should be developed.
Question no.
1-5
6-10
11-20
21-25
26-35
Ready to Use for the
Reading Component
Nelle schede USING SKILLS l’insegnante può seguire
Be a good READER.
Extracts – freely abridged –
from the PET-Preliminary English Test Handbook
Alcuni esempi significativi da Student’s Book 1 & 2:
• Instructions:
- Unit 20, p. 205
- Unit 17, p. 176
• Descriptions:
- Unit 11, pp. 115-119
• Narratives:
- USING SKILLS, p. 142
• Extensive reading:
- USING SKILLS, p. 228
• Intensive reading:
- USING SKILLS, p. 10
• Reading strategies:
- USING SKILLS, pp. 142-143
• Reading as enjoyable activity:
- USING SKILLS, pp. 150-151
L’insegnante può anche fare riferimento
alla seguente risorsa aggiuntiva:
Zoom on English Speaking Countries
Objective: Reading Comprehension
2
PET
(Preliminary English Test)
Writing
The Writing Section consists of three parts, carrying a total of 25 marks.
Part
Part 1
Part 2
Tasks
Sentence
transformations
Form-completion
Part 3
Continuous writing
Questions
5 sentences, covering a range
of grammatical structures
10 gaps to be filled in
on a realistic form
an informal letter about
100 words
Preparation for the
Writing Component
PET makes a real attempt to bridge the gap [between
writing sentence-type exercises and producing simple
compositions] by emphasizing controlled or guided
writing tasks which students can be reasonably expected
to perform at this level. These tasks […] should be made
as relevant as possible to the lives of the students, so that
they will write with a definite purpose in mind.
A list of such writing tasks [includes] filling-in forms,
keeping a diary, and writing short letters to friends […].
Question no.
1-5
6-15
16
Ready to Use for the
Writing Component
Nelle schede USING SKILLS l’insegnante può seguire
Be a good WRITER.
Letter-writing should be practised regularly in
preparation for PET. Written assignments should include
replies to letters, advertisements, and notices, as well
as invitations and short letters of request, apology, etc.
Extracts – freely abridged –
from the PET-Preliminary English Test Handbook
Alcuni esempi significativi da Student’s Book 1 & 2:
• Controlled or guided writing tasks:
- USING SKILLS, p. 45
- USING SKILLS, p. 55
- Test Book, p. 74
- USING SKILLS, p. 83
• Writing with a definite purpose:
- Unit 17, p. 175
- Unit 17, p. 177
- USING SKILLS, p. 179
- USING SKILLS, p. 19
• Filling-in forms:
- USING SKILLS, pp. 44-45
- Unit 23, p. 251
• Writing a diary:
• Writing short letters to friends: - USING SKILLS, p. 55
- Test Book, p.59
- USING SKILLS, p. 159
• Advertisements:
L’insegnante può anche fare riferimento
alla seguente risorsa aggiuntiva:
Communicative Writing
Objective: Written Production
3
PET
(Preliminary English Test)
Speaking
The Speaking Paper consists of three parts, carrying a total of 25 marks.
Part
Part 1
Topic
Personal information
Part 2
Simulated situation
Part 3
Photographs
Task
introductory question and answer session
and brief conversation between candidates
simulated situation with shared
visual material
individual long turn,
talking about a photo
Preparation for the
Speaking Component
Speaking practice at this level will range from simple
pronunciation drills to taking part in a short
conversation about a subject of interest.
It is important for learners to be able to identify
themselves in English, giving their name, address, age,
etc. Preparation for PET should involve students in talking
about themselves, and finding out about each other,
spelling their names, describing their hobbies and
interests, and giving reasons for liking or disliking
something.
Simple role-plays are useful and can provide an
excellent opportunity for spontaneous speech.
For such practice it is essential for students to be given
roles with which they can identify. In the PET
Speaking Component all situations are relevant and
purposeful, with meaningful tasks.
If, at any time during the test, candidates have difficulty
in understanding a question or a response, they should
ask the interlocutor to repeat what was said.
Specialised vocabulary is not required at PET level.
Candidates should be able to paraphrase, [that is] to be
able to use ‘compensation’ strategies at this level.
[At PET level candidates are expected to be able] to take
part in the interaction appropriately and with a
reasonable degree of fluency.
[Interactive communication] includes the ability to use
strategies to maintain and repair communication.
Extracts – freely abridged –
from the PET-Preliminary English Test Handbook
4
Ready to Use for the
Speaking Component
Ready to Use prevede un accurato training sulle
abilità di produzione orale e di interazione attraverso
le attività di Speaking all’interno dello Student’s Book,
gli esercizi You & Me e, nelle schede USING SKILLS,
le sezioni Be a good COMMUNICATOR.
Alcuni esempi significativi da Student’s Book 1 & 2:
• Role plays:
- You & Me, p. 49
- USING SKILLS, p. 120
- Test Book, p. 112
• Ask the interlocutor to repeat:
- USING SKILLS, p. 54
• Paraphrasing and compensation strategies:
- USING SKILLS, p. 158
• Strategies to maintain and repair a conversation:
- USING SKILLS, p. 212
L’insegnante può anche fare riferimento
alla seguente risorsa aggiuntiva:
Video Activity Book
Objective: Oral Comprehension and Project Work
PET
(Preliminary English Test)
Listening
The Listening Paper consists of four parts, carrying a total of 25 marks.
Part
Part 1
Text
Short extracts
Part 2
Longer factual
monologue
Longer factual
monologue
Informal conversation
Part 3
Part 4
Questions
7 short recordings which relate
each to one of four illustrations,
preceded by a short focus question
6 multiple-choice questions,
each with four options
completing a set of notes or a table
by filling 6 gaps with a word or short phrase
6 true/false questions
Preparation for the
Listening Component
Students should be able to understand […] public
announcements; [...] to extract information of a
factual nature (times, dates, etc.) from speech which will
contain redundancies and [unfamiliar] language;
to understand the sense of a dialogue and show
appreciation of the attitude and intentions
of the speakers.
Question no.
1-7
8-13
14-19
20-25
Ready to Use for the
Listening Component
Oltre a una ricca gamma di attività di ascolto,
Ready to Use offre anche in USING SKILLS una serie
di schede: Be a good LISTENER, che preparano
all’ascolto di tipo sia globale sia selettivo.
Extracts – freely abridged –
from the PET-Preliminary English Test Handbook
Alcuni esempi significativi da Student’s Book 1 & 2:
• Public announcements: - USING SKILLS, p. 186
• Extracting information: - USING SKILLS, p. 204
• Appreciating attitude and intentions:
- Unit 21, p. 224, exercise 4
- Unit 7, p. 79 exercise 1
In countries where English is used as a foreign language
listening to English on the radio and on tape / CD is
often even more important. […] Cassettes which enable
students to hear a variety of native-speaker voices are
very useful and motivating, especially as the speakers may
differ in accent, tone, level, and quality of voice.
Extracts – freely abridged –
from the PET-Preliminary English Test Handbook
Di tutte queste variabili si è tenuto conto nella
preparazione/registrazione delle numerose cassette
che corredano sia lo Student’s Book sia il Work Book
di Ready to Use.
Infatti tutti i dialoghi e i testi per le attività di ascolto,
conversazione e pronuncia sono stati incisi da native
speakers aventi caratteristiche diverse per età, sesso
e provenienza linguistica (British English, American
English, Australian English, International English).
5
Trinity
ESOL
2001
Examinations in Spoken English
for Speakers of Other Languages
Livello di riferimento
del Common
European Framework
Certificazione
rilasciata da Trinity
Abilità valutate
A1 Breakthrough
GRADE 1
GRADE 2
Initial stage
Initial stage
Comprensione
e produzione orali
A2 Waystage
A2 Waystage plus
GRADE 3
GRADE 4
Initial stage
Elementary stage
Comprensione
e produzione orali
B1 Threshold
GRADE 5
GRADE 6
Elementary stage
Elementary stage
Comprensione
e produzione orali (esame
opzionale per le abilità
di lettura e scrittura)
PET
Preparation for Trinity
Ready to Use for Trinity
Questo tipo di esame è focalizzato sulla
performance orale. È quindi evidente
che il docente orientato alla
certificazione di Trinity dovrà dedicarsi
a pratiche di interazione e produzione
orali, ai fini di consolidare e raffinare
la performance dei propri studenti
nelle due specifiche abilità.
• Tutti gli esponenti linguistici presentati in
Ready to Use sono funzionali allo
sviluppo di competenze comunicative
orali di tipo sia produttivo sia interattivo.
• Le sezioni Speaker’s Corner e Project
Corner (cfr. anche Zoom on English
Speaking Countries) guidano alla
preparazione di conversation topics.
• In USING SKILLS le schede Be a good
COMMUNICATOR presentano
strategie per argomentare le proprie
idee e sostenere il proprio punto di vista.
Candidate Profile
Ready to Use per gli esami Trinity
By the end of the Elementary stage
(Grades 4, 5, 6) the candidate can
• understand and use language in
familiar situations related to school,
work, travel and leisure
• express and ask about personal
interests and give opinions on familiar
or prepared topics
• talk about past, present and future
events
• express hopes and intentions
• maintain the flow of communication
with minimal assistance
Extracts from Trinity Syllabus
6
Alcuni esempi da Student’s Book 1 & 2:
L’insegnante può seguire tutte le Speaking
activities dei moduli 2, 3, 5, 6, 9.
• Preparing a talk on a specific topic:
- USING SKILLS, p. 253
- USING SKILLS, p. 261
• Verbal tenses: - tutte le attività
dei moduli 1, 2, 3, 5, 7
• Talking about plans and intentions:
- Unit 12, pp. 122-123
• Keeping a conversation going:
- USING SKILLS, p. 158
- USING SKILLS, p. 212
Format
esami
ESOL
N.B. The following are extracts from Trinity Syllabus:
Format
The candidate holds a conversation with the examiner (total time: 10 minutes).
The two major phases of the conversation are:
- presentation of a topic chosen and prepared by the candidate, followed by a
discussion of that topic with the examiner (5 minutes);
- general conversation with the examiner (5 minutes).
Ready to Use consente agli allievi di affrontare gli esami Trinity
con i seguenti requisiti:
Candidate performance
(Grade 5)
The candidate is expected to:
- make a short presentation of a prepared topic (2 minutes) using objects or pictures to
illustrate it;
- answer questions on the prepared topic and participate in informal discussion of the
topic, during which the examiner might request more information, facts or details,
and give reasons for making particular statements;
- give short narrative accounts and descriptions of events;
- answer open-ended questions and requests for clarification and further information;
- commmunicate ideas;
- give reasons;
- express preferences;
(Grade 6)
- answer questions on the prepared topic, and participate in informal discussion of the
topic, during which the examiner might request more information, facts or details;
- give reasons for making particular statements and be prepared to talk about the
purpose or necessity for a course of action or another element of the topic;
- express opinions and impressions.
New grammatical items
(Grade 5)
- the present perfect tense including use with for, since, ever, never
- connecting clauses using and, but, because
- the future tense
- expressions of preference
- expressions of quantity
- more expressions relating to past time
7
Cambridge PET
EFL Division - UCLES Syndicate Building
1 Hills Road, Cambridge CB1 2EU
United Kingdom
fax: (0044) (01) 1223 460278
Representatives for Italy:
The British Council
c/o Via Delle Quattro Fontane 109
00184 Roma
Italia
tel.: (0039) (06) 4881979
fax: (0039) (06) 4744388
e-mail: [email protected]
website: www.cambridge-efl.org.uk
The British Council
Via Manzoni 38
20121 Milano
Italia
tel.: (0039) (02) 772221
fax: (0039) (02) 781119
Director: Chris Baxter
website: www.britishcouncil.it
Trinity ESOL 2001
Sede Centrale:
Trinity
Via Roma 8
59100 Prato
Italia
tel.: (0039) (0574) 440618
fax: (0039) (0574) 443630
e-mail: [email protected]
website: www.trinitycollege.co.uk
website: www.trinitycollege.it
Responsabile: Claudia Beccheroni
Stampato per conto della casa editrice presso
Tip.le.co - Piacenza (Italia).
Tutti i diritti riservati.
© 2001, Paravia Bruno Mondadori Editori
Copia fuori commercio destinata al solo uso dell’insegnante
78964F
Dove reperire ulteriori informazioni sugli esami
UCLES e Trinity ESOL